Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• Postpone the student who attacks. When a student argues for the sake of argument, an instructor will almost always lose if he takes the bait. This situation often occurs when an instructor is going over exams or assignments. Simply give the student some recognition while firmly moving on. Do not discuss the controversial issue in the classroom; instead, tell the student you will talk with him or her after class. • Redirect the student who tries to embarrass the instructor. Students may try to gain authority or diminish your own through comments such as: “How do you really know that…” or “You’re not really saying that…” Respond by redirecting the attack by saying: “What I’m saying is…, but now I'd like you to share your perspective.” Turning the question back to the questioner forces him or her to take responsibility for his or her opinion. Concluding the Discussion Good discussions end with a summary so that students know what important points were covered. The advantage of active learning techniques such as the discussion is that students have the opportunity to verbalize course materials for themselves and receive feedback in class from the instructor on how well they understood that material. In addition to showing students why the discussion was important to their learning, a summary provides the opportunity to fill in points that were not covered and to praise the class for the quality of their responses. *Adapted with permission from Teaching at The Ohio State University: A Handbook, Center for Teaching Excellence. Questioning Sessions The Intention Using Socratic questioning techniques to proceed through a lecture, a problem solving session, a demonstration, or simply as a stand-alone can be an effective active learning technique. Students learn to process concepts and information and to articulate that knowledge. Whether the questioning session works depends on how you ask, phrase, and pose the questions. Section: Lesson Delivery 93 Chapter 8: Using Active Learning
The Activity • Forming questions To reach the higher levels, you will have to ask questions that go beyond recall. Comprehension: Retell Application: Analysis: Synthesis: Evaluation: How is … an example of… How is … related to… What are the parts of … How would you compare/contrast … What evidence is there for… What do you predict/infer… How would you create/design … What would the result be if you combined… What are your points of agreement/ disagreement and why What criteria would you use to … Even when you pitch your questions at a particular level your students may not answer at the same level. Restating your question while emphasizing the type of answer expected might lead students to begin thinking at higher levels. Once again, when students understand what is expected they will perform better. • More recommendations for questioning* o Focus questions on learning objectives. o Phrase questions clearly and specifically. o Ask questions geared to the level of students. o Keep questions in sequence. o Ask questions at different cognitive levels. o Follow up on student responses. o Give students time to formulate responses. o Use questions that invite wide participation. • Examples of open-ended questions o Why is there an energy crisis o What are some of the reasons we don’t use more solar energy to reduce our dependence on oil Section: Lesson Delivery 94 Chapter 8: Using Active Learning
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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Page 46 and 47: In summary, learning is a complex p
Page 48 and 49: e relieved if you have recorded tha
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Page 54 and 55: Chapter 6 — Especially for TAs Th
Page 56 and 57: Consultants in the Program for Inst
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Page 64 and 65: • In PowerPoint, less can be more
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Page 76 and 77: New research shows that faculty who
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Page 90 and 91: ❒ Use groups to debate the sides
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Page 100 and 101: • Finch, B. J. (1993, May). A mod
Page 102 and 103: Using Discussion • Barnes-McConne
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Page 108 and 109: Media can be used to support one or
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Page 116 and 117: See Chapter 10 -- Using Course Webs
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Page 122 and 123: o o o view or print - course syllab
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Page 126 and 127: Part 2: Read, Reply, and Respond Co
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Page 132 and 133: Learning How to Use Course Websites
Page 134 and 135: • Learning Resources -- Provides
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objectives. Each day begin the clas
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lecture or completing online assign
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for students to take the lab withou
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nothing more frustrating than repea
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laboratory section to the overall c
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• Interact with students. Take an
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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choice items can be minimized in se
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content than most other item types
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Cities of the World Quiz Directions
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• Avoid providing grammatical clu
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Disadvantages -- While we may see a
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the final course grade (thus minimi
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helpful Look for problems that aris
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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